Chaibainou, AlaaHiouani, Amira Sarra2024-11-112024-11-112024http://dspace.univ-oeb.dz:4000/handle/123456789/20669This research is concerned with using visual literacy in second-language teaching. It aims to scrutinize a certain Algerian English language textbook that was a collaborative effort of a group of educators to assess its reliability and effectiveness, in the hope of filling the void and offering a source of instruction for the early stages of education in the Algerian setting. This study was conducted at Al-Aziza Kindergarten, where the textbook was principally used. A qualitative research design, which was employed to collect data, involved the use of semi- structured interviews answered by teachers who used the textbook in the chosen setting. It also predominantly comprised a qualitative corpus analysis of the textbook as the main source of data as it focused on certain elements of it, namely the visuals and the accompanying texts, as well as an autoethnographic position where the researcher reflected on their own experiences as an autoethnographer and a teacher. The data were thematically analyzed with the help of the NVivo software, which organized the results and identified codes that were later transformed into themes. Based on the findings, the textbook has utilized visual learning in a rather novice way by incorporating visuals in the teaching process as part of the tasks although it contained some challenges in using visuals effectively. Not only has it offered a linguistic boost to pre-schoolers, but it also shaped them cognitively and emotionally, as it catered to their different needs and met their cultural identity, proving to be a great resource to help the kids shape their critical thinking and understanding of the real world. Overall, this textbook has proven to be suitable and relatable for use in teaching English in the early stages of education, although it lacks endorsement from the administration for future use.otherOther